MESHGuides

Pupils identified with special educational needs and disability (SEND) remain at a higher risk than other pupils from bullying in the playground, classroom and online.

Evidence has shown that in schools working in partnership with Achievement for all, there is an improvement in relationships across the school. Through the Achievement for All framework, schools can better focus on this issue.

Achievement for All works with schools to enable them to focus more closely on pupil behaviour for learning. This is addressed in the context of each school.

Evidence is found at:

http://afaeducation.org/resources_useful_documents

Examples for practice:

http://afaeducation.org/case_studies

Research shows that children with SEN and other disadvantaged learners are more likely to be absent from school than their more advantaged peers. Through the Achievement for All framework schools develop a particular focus on attendance - both directly and indirectly.   

A focus on developing behaviours for attendance, learning and personal well-being, through both curricular and extra-curricular activities.

Parent and carer engagement is developed through a series of three structured conversations per year. They take place between the parent/carer, teacher and where appropriate, the child. The particular open dialogue approach enables parents and carers to discuss their aspirations for their child their strengths and any concerns. They enable schools to focus on three things:

• How best to contact parents and in some cases remove communication barriers;

• How to align the structured conversations to target setting;

Achievement for All employs a structured conversation model - discussion between teacher, parent/carer and child (if appropriate); parents and carers are involved in target setting. Teachers are trained in the particular approach.

The particular focus of the Achievement for All programme enables teachers to take a sharper focus on the development of appropriate curriculum, pedagogical approaches and the use of appropriate interventions (if they are needed). The Achievement for All programme promotes and encourages quality teaching, with a consideration on target setting (with parents) and close monitoring of pupil progress.

Teachers say that the programme has enabled them to re-focus and hone their practice. Evidence can also be found through evaluations and case studies:

There is rigorous focus on pupil data across the school - leaders, teachers and other staff. If pupils are not making expected progress, schools can act quickly.

http://afaeducation.org/case_local_authority_northamptonshire

‘..collaborative initiatives such as ‘Achievement for All’ have been successful in raising the ambitions and achievement of pupils identified with special educational needs and/or disabilities, a group of pupils who are also often from economically disadvantaged backgrounds’. (Ofsted, 2013: p. 60)

The Achievement for All framework is based on school leaders, teachers, pupils and their parent /carers knowing where the children are in their learning, where they are aiming to get and how to get there

http://afaeducation.org/case_studies